By Michael R Hulsizer
A consultant to instructing data: ideas and most sensible Practices addresses the serious elements of training records to undergraduate scholars, appearing as a useful software for either amateur and professional lecturers of records.
- Guidance on textbook choice, syllabus building, and path define
- Classroom routines, machine functions, and net assets designed to advertise energetic studying
- Tips for incorporating actual information into direction content material
- Recommendations on integrating ethics and variety issues into information schooling
- Strategies to evaluate student's statistical literacy, pondering, and reasoning talents
- Additional fabric on-line at www.teachstats.org
Read or Download Guide to Teaching Statistics: Innovations and Best Practices PDF
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Extra info for Guide to Teaching Statistics: Innovations and Best Practices
Although the vast majority of companion Web sites are just simple versions of study guides, a small percentage 40 Nuts and Bolts of Teaching Statistics contain multimedia exercises, multimedia demonstrations, additional Web chapters, and links to additional Web resources. For example, Portier, Hermans, Valcke, and van den Bosch (1997) created an “electronic workbook” for students to use as a supplement to their course. , Couch, 1997). Given the fact that Web sites are relatively inexpensive to create and maintain, the number of text authors providing Web materials will likely continue to increase.
Tutoring services). In addition to ameliorating student fears, the instructor can utilize an orientation letter to convey warmth and genuine interest in student success. , 2000). In their analysis of over 200 course syllabi, from a variety of disciplines, Parkes and Harris (2002) posited three basic functions of a course syllabus. The first purpose is to provide a contract between the instructor and student. The contract should clearly delineate course goals, outcomes, methods, and expectations for the students.
Harris used group review sessions to address these motivational issues rather than individual tutoring sessions. At retesting, the majority of the students passed the class. Schutz et al. (1998) systematically studied the role of motivation in relation to performance in a statistic course. They broadly defined motivation using the learning beliefs, elaboration, and test anxiety scales of the Motivated Strategies for Learning Questionnaire (MSLQ: Pintrich, Smith, Garcia, & McKeachie, 1991) and included whether students spent additional time using alternative learning strategies such as relating the material studied to other coursework, visualization, and the development of analogies.